Learning English While Homeless: Fast Fluency Drives Academic Success Part 1

ICPH Report | May 2018 1 Executive Summary

nglish Language Learners While homeless ELL students must (ELLs) make up roughly one in overcome many academic hurdles, E every seven students enrolled the data in this brief show that in New York City public schools when children learn English early, each year. Homeless students within the first three years of their are a growing share of this group, education, they perform as well increasing by more than 50% in as or better than their classmates six years. By SY 2015–16, one who already know English when in six English language learners they start school. For elementary was homeless, a total of 23,000 students who are learning English, students. becoming fluent within the first few years of their education means they In the midst of these skyrocketing are more likely to score proficient numbers, and especially at a time on State ELA or math assessments when there is a fresh perspective and less likely to be held back a brought to New York City Public grade. Schools by a new Chancellor, now is the time to ensure that the needs This early fluency also benefits the of these homeless children are city’s bottom line—in SY 2015–16 part of the conversation about how alone, taxpayers could have saved schools can best identify, serve, $1.7 million on additional education and be accountable to ELLs. for developing ELL students who took more than three years to English Language Learners in learn English. Avoiding these costs New York City public schools are and setting these students on a a diverse group. They speak over positive educational path should 160 languages other than English, be paramount to the New York City and roughly half are born outside Department of Education's (DOE) the United States. Overall, 51% of agenda for ELL students. elementary ELLs were newcomer, learning English within three years of starting Kindergarten. Newcomer ELLs: Achieve English fluency in 3 years or fewer. Developing ELLs: Achieve English fluency in 4 years or more. Homeless, Doubled Up: Students who live with another family or with friends due to economic hardship. Homeless, in Shelter: Homeless students who live in a New York City homeless shelter. Other Homeless: Students who lived somewhere not meant for habitation, such as a car or outdoors.

2 The Intersection Between English Language Learning and Homelessness

All New York City All New York City Public School ELLs homeless students 147,573 99,869

All ELL homeless students in New York City 23,000

New York City’s English Language Learner Program More than 15,000 Kindergarten students in New York City Public Schools are designated as English Language Learners (ELLs) each year. Schools use a home language questionnaire, in-person interview, and/or standardized test score results to determine whether non-native-English speakers require additional language learning supports. Every student who is identified as an ELL is entitled to placement in English as a New Language classes or bilingual education programs, including Dual Language and Transitional Bilingual Edu- cation programs. Once determined to be an ELL, these students are assessed every year to determine if they have achieved fluency in English.

3 At a Glance: English Language Key Findings

Learners in New York City ⊳⊳ Homeless ELLs in elementary school are SY 2015–16 Homeless Housed less likely to achieve fluency within three Number of ELL Students 23,072 124,501 years compared to their low-income housed Elementary School 54% 57% classmates (41% to 50%). Middle School 20% 18% ⊳⊳ Among homeless students, newcomer ELLs High School 26% 25% perform better on fifth grade assessments than both their developing ELL and non-ELL Place of Birth, Elementary Students peers (53%, 20%, and 36%). Born in NYC 42% 64% Other US 9% 4% ⊳⊳ Even among homeless students who face Born Outside US 49% 32% mid-year school transfers or absenteeism, Language Spoken, Elementary Students newcomer ELLs excel academically. Those with a history of chronic absenteeism are Spanish 74% 57% more likely to score proficient on their fifth Chinese 8% 17% grade State assessments than homeless Bengali 5% 4% students who were not ELLs or who were Arabic 3% 6% developing ELLs (47%, 26%, and 13%). The Urdu 1% 2% pattern holds for newcomer ELL students Russian 1% 3% who transferred schools mid-year (52%, Housing Status, 2011–2016 Elementary Cohort 31%, and 17%). Homeless, Doubled Up 75% – ⊳⊳ Homeless ELL students are more likely than Homeless, In Shelter 18% – other homeless students to live doubled Other Homeless 6% – up. Among students in the 2011–2016 Time in ELL Progs., 2011–16 Elementary Cohort elementary cohort, nearly three-quarters (74%) of all homeless ELL students lived Newcomer (1–3 Years) 41% 50% doubled up, while under half (44%) of all Developing (4–6 Years) 59% 50% homeless students in the cohort were doubled up. Note: Cohort used in this report uses data from SY 2010–11 to SY 2015–16 and includes students who were enrolled in New York City Public Schools all six years and started Kindergarten for the first time in SY 2010–11. Input variables including housing and income status, chronic absenteeism, and mid-year transfers were looked at over the first three years of school for the elementary cohort (SY 2010–11 to SY 2012–13). Outcome variables including newcomer/developing ELL status, State assessment proficiency, and grade retention were over the final three years of our data (SY 2013–14 to SY 2015–16). Percentages may not add to 100% due to rounding.

4 English Language Learners who Homeless ELLs Take achieved fluency within three Longer to Become Fluent years of starting Kindergarten ELLs experiencing homelessness take longer to learn English than their housed peers, on average. In the 2011–2016 elementary cohort, 41% of homeless ELL students reached fluency in English within three years, compared to 50% of low- income housed students and 87% of non- low-income housed students.

41% of Homeless ELLs As difficult as it is for all ELL students experiencing homelessness to become fluent in English, Spanish speakers face the most challenges. They are the least likely to be newcomer ELLs—among the cohort, only 39% were fluent in English within three years, compared to 53% of homeless children who speak other languages.

50% of Housed Low-income ELLs

87% of Non Low-income ELLs

5 Homeless Student Outcomes Newcomer ELLs and Developing ELLs vs. Non-ELLs Passing State Assessment Newcomer ELL Students Developing ELL Students Non-ELL Students

Passing State Assessments 53% 36% 20% Passing State Assessments While Chronically Absent 47% 26% 13% Passing State Assessments Having Transferred Mid-Year 52% 31% 17% Grade Retention 4% Grade Retention 14% 18% Grade Retention While Chronically Absent 7% 18% 24% Grade Retention Having Transferred Mid-Year 6% 16% 21%

0% 10% 20% 30% 40% 50%

Homeless newcomer ELL students who learn English within three years of starting Kindergarten perform better academically over time when compared to homeless students who are developing ELLs or never ELLs.

6 Learning English Quickly Facilitates Academic Success State Assessment Proficiency, by Years in ELL and Housing Status

Newcomer ELL Students Developing ELL Students Non-ELL Students

Homeless Housed

62% 58% 53% Overall, Elementary Cohort: 54%

36%

5,041 409 20% 32,028 24% 2,723 442 3,867

Newcomer ELLs are better off academically than their peers, on average. This pattern is true for both homeless and housed students, as early fluency can help students pass State assessments and be promoted to the next grade. Among homeless students, newcomer ELLs performed much better than their non-ELL or developing ELL classmates on fifth grade State assessments—53% compared to 36% and 20% respectively. Newcomer ELL students who were homeless were also less likely to be held back than their homeless peers who were not ELLs or who were developing ELL students (4%, 14%, and 18%).

7 State Assessment Pass Rate Among Homeless Newcomer ELLs Students With Academic Risks, by are Academically Resilient Years in ELL and Housing Status Homeless students are more likely than Newcomer ELL Students their housed peers to be chronically Developing ELL Students absent and to transfer schools mid-year. Non-ELL Students This heightened classroom instability can often mean that homeless students fall Homeless Housed behind academically. However, homeless newcomer ELL students excel academically Chronically Absent even when they are chronically absent or change classrooms. Overall, Elementary Cohort: 37% Chronically absent newcomer ELLs in the

47% 51% 2011–2016 elementary cohort who were 41% 26% homeless exceeded the State assessment 13% 15% proficiency rates of homeless non-ELLs and Homeless Housed developing ELLs with similar absenteeism (47%, 26%, and 13%). These students were Transferred Mid-Year also held back at lower rates (7%, 18%, and 24%).

Overall, Among homeless students who transferred Elementary Cohort: 46% mid-year, similar trends surface. Newcomer 59% ELL students scored higher on State 52% 51% 31% proficiency assessments (52%, 31%, and 17% 23% 17%) and were held back less often (6%, 16%, and 21%) compared to homeless non- ELLs and homeless developing ELLs.

VISIT http://www.icphusa.org/fastfluency to explore grade retention rates and more data.

8 ELLs and homeless students face academic challenges, such as identification and access to programs. Data show that homeless ELL students who receive consistent services at an early age outperform their peers academically.

Next Steps

⊳⊳ The needs of more than 23,000 homeless speaking homeless families in their native ELL students must be included in this languages and connecting them with early, planning as the New York City DOE is in the consistent ELL services must be a priority. midst of broad ELL reforms. These reforms are calling for universal bilingual services ⊳⊳ Homeless shelters and community for all ELL students and allocating $40 agencies can support homeless students million towards additional resources in SY through housing transitions and mid-year 2016–17. school transfers by ensuring that they are immediately placed in appropriate ELL ⊳⊳ Homeless students and ELLs are often programs upon transferring schools and considered as distinct groups by New York receive consistent services. City public schools. However, as the two groups overlap significantly, it is critical ⊳⊳ Doubled-up ELL students require a to eliminate barriers between programs different outreach approach than other that serve these homeless students and homeless students. Communication and ELLs through clear, consistent data sharing partnerships between teachers, parents, and communication between schools and school liaisons, and shelter and community- departments. based organizations are key in both identifying and serving these students. ⊳⊳ Increasing outreach to non-English-

SOURCE: New York City Department of Education, unpublished data tabulated by the Institute for Children, Poverty, and Home- lessness (ICPH), SY 2010–11 to SY 2015–16. 9 Ralph da Costa Nunez, PhD, President and CEO Aurora Zepeda, Chief Operating Officer Katie Linek Puello, Digital Communications Manager

Project Team: Anna Shaw-Amoah, Principal Policy Analyst Amanda Ragnauth, Senior Policy Analyst Kristen MacFarlane, Senior GIS Analyst Kaitlin Greer, Policy Analyst Hellen Gaudence, Graphic Designer

ICPH is an independent, New York City-based public policy organization that works on the issues of poverty and family homelessness.

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